دورية أكاديمية
Some Mathematicians' Perceived and Envisioned Instructional Relationships in Secondary Teaching and Teaching Secondary Teachers
| العنوان: | Some Mathematicians' Perceived and Envisioned Instructional Relationships in Secondary Teaching and Teaching Secondary Teachers |
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| اللغة: | English |
| المؤلفون: | Yvonne Lai (ORCID |
| المصدر: | Journal of Mathematics Teacher Education. 2024 27(3):379-410. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1439867 1726744 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Preservice Teacher Education, Secondary Education, Mathematics Teachers, College Faculty, Secondary School Teachers, Teacher Educators, Teacher Role, Teacher Attitudes, Educational Objectives, Capstone Experiences, Learning Activities |
| DOI: | 10.1007/s10857-022-09567-y |
| تدمد: | 1386-4416 1573-1820 |
| مستخلص: | When it comes to content courses for prospective secondary teachers, mathematics faculty's intentions conflict with teachers' experiences: while faculty aim to influence teachers' future teaching, many teachers find these courses irrelevant to teaching. In this study, we investigate mathematics faculty's goals for content courses for prospective secondary teachers and how these goals connect to their vision of secondary teaching. This study makes two contributions. First, drawing on data from an interview study (n = 5) of faculty who have taught secondary teachers, we articulate these mathematicians' rationales with respect to teaching secondary teachers, particularly in capstone courses. Second, we contribute a conceptual framework that supports inferences about connections between content course activities and instructors' beliefs about secondary teaching. We conclude by suggesting that the dual triad that depicts our framework may support professional development and programmatic design. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1424407 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1386-4416 1573-1820 |
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| DOI: | 10.1007/s10857-022-09567-y |